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Perceptions Of The Impact Of The Performance Evaluation Reform Act On Principal Evaluation Leadership And Professional Development
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Book Synopsis Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development by : Jason E. Leahy
Download or read book Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development written by Jason E. Leahy and published by . This book was released on 2018 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principals' Perceptions about the Impact of the New York State Annual Professional Performance Review Legislation on the Instructional Practices of New York Public Schools by : Maureen R. Futscher
Download or read book Principals' Perceptions about the Impact of the New York State Annual Professional Performance Review Legislation on the Instructional Practices of New York Public Schools written by Maureen R. Futscher and published by . This book was released on 2013 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is substantial research on school reform efforts focused on programs and curriculum. The same cannot be said with regard to the evaluation of teachers and principals. Current reform efforts are pointed in that direction. Through Race to the Top (RTTT), a competitive grant, the federal government offered funding to states willing to conduct statewide school improvement initiatives. The goal of Race to the Top is to improve student achievement through effective teachers and leaders. New York State applied for, and was granted RTTT money to work on the Regents Reform Agenda. This gave rise to the New York Annual Professional Performance Review (APPR) mandate, which is focused on the evaluation of teachers and principals. This exploratory study surveyed public school principals across the state to determine the extent they perceived the new APPR would improve instructional practices in their schools. Results suggest that most principals believe APPR will have a positive impact on instructional practices to some extent. Demographic characteristics, past and present evaluation practices, teacher practice rubrics and professional development were investigated to examine associations with principals' perceptions. The data revealed that variables from each of the four areas were significantly associated with principals' perceptions. The ability to provide specific feedback to teachers and a focus on student performance data were identified as the strongest contributors to principals' perceptions. This research was conducted in the first year of full implementation of the APPR mandate which provides baseline data for subsequent research. The findings may be useful for district leaders and policy makers when reviewing the implementation process. The data may provide insight for systems leaders to investigate and identify needs for additional support in their districts.
Book Synopsis Reexamining Professional Development Through Successful Principals' Perceptions by : Dora Louise Renaud
Download or read book Reexamining Professional Development Through Successful Principals' Perceptions written by Dora Louise Renaud and published by . This book was released on 2014 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principal professional development is vital to the field of education because the principal is expected to be the instructional leader of a school. Even though principals do not provide instruction directly to students, their instructional leadership practices can greatly affect teacher practice and student learning. This descriptive case study examined the variety of professional development models created in Texas ISD (a pseudonym) to determine if one model is more effective than another in enhancing job performance. This study highlighted the principals' perceptions of a variety of components within professional development such as the delivery, design, how the learning needs are met, and how they helped enhance principal job performance. This qualitative case study design was seated within the constructs of Donald L. Kirkpatrick's (2006) Four-Levels of Learning and Evaluation Model that was utilized as the analytical tool to frame the initial and heuristic questions for the principal questionnaire and interviews. This Model guided the data collection, categorization, and emergent themes. Specifically, this study investigated the following: (a) aspects of principal professional development that enhance job performance as an instructional leader, (b) types of delivery and the impact it has on instructional leadership, and (c) comparisons of delivery models to identify the most effective. Ultimately, the findings of this study seek to provide supporting information to researchers and district leaders as they plan, design, and implement future effective principal professional development. The study focused on a group of nine successful principals in a Texas urban school system identified as Texas ISD. Examining the delivery models added to the body of literature regarding how to create effective principal professional development that helps principals enhance jobs performance and offer districts an alternative to the costly price of professional development. In Texas ISD, principal professional development was used as the vehicle for scale and sustainability of districtwide educational reform. In addition, the professional development assisted with K-12th grade vertical articulation of the school system's curriculum and educational plan. To analyze the impact of professional development on instructional leadership practices, questionnaires were given and interviews conducted in which individual perceptions of successful principals in Texas ISD were conducted.
Book Synopsis A Principal Evaluation Program by : Stephen Arthur Robertson
Download or read book A Principal Evaluation Program written by Stephen Arthur Robertson and published by . This book was released on 2016 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this basic qualitative study was to describe how well the "promise" of Idaho's new model of performance evaluation of public school principals (IDAPA 121) compares with its actual impact on principals' reflective practice, professional development, and leadership practices. Research questions that shaped the study explored (a) the impact of the professional practice standards and student growth measure of IDAPA 121, and (b) what circumstances contributed most significantly to reflective practice and professional development of Idaho school principals. A review of the literature revealed five key themes and trends that shaped this study's research questions and methodology: (a) perceived problems with traditional principal evaluation before the federal Race to the Top and ESEA Waiver program; (b) the promise of a reformed principal evaluation system to improve school leadership, teaching and student learning; (c) best practice recommendations to provide a meaningful and impactful evaluation experience for principals; (d) criticisms of the new model of principal evaluations; and (e) what the literature does and does not tell us about principal evaluation and its effect on reflective practice, professional development and leadership behaviors and practices. Data were collected through semi-structured interviews of ten active public school principals from two large, suburban Idaho school districts. Five participants were elementary level principals and five were middle school principals. Data analysis revealed four major findings: 1. Participants experienced evaluation under IDAPA 121 as a perfunctory, isolated end of year event that had no meaningful impact on their reflective practice, professional development or leadership practice. 2. The student growth component of IDAPA 121, and the prospect of being evaluated partly on student growth had no impact on the participants' leadership focus or practices. 3. Participants believe that policy makers and the school policy related to their performance evaluation are out of touch with what happens in schools. 4. Participants had clear ideas for improving the system so principals would experience more meaningful reflective practice and professional development. A number of possible explanations for these findings are explored. These include (a) operational issues with implementation of IDAPA 121, and (b) deeper, more substantive issues that raise questions about the viability of using standards-based evaluations to drive effective professional development, and possible conflicts between IDAPA 121's summative and formative objectives. Recommendations for possible policy changes and further research conclude this study.
Book Synopsis Teacher and Administrator Perceptions of the Effectiveness of Current Teacher Evaluation Practices and the Impact of the New Illinois Performance Evaluation Reform Act of 2010 (PERA)... by : Christina R. Heyde
Download or read book Teacher and Administrator Perceptions of the Effectiveness of Current Teacher Evaluation Practices and the Impact of the New Illinois Performance Evaluation Reform Act of 2010 (PERA)... written by Christina R. Heyde and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Qualitative Study of Principal Perceptions of Performance Evaluation in Ohio by : Brenda Harper
Download or read book A Qualitative Study of Principal Perceptions of Performance Evaluation in Ohio written by Brenda Harper and published by . This book was released on 2016 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study of a purposeful sample of women principals in Ohio was designed to examine principal perceptions regarding performance evaluation to understand the impact of the standardized framework on the capacity, renewal, growth and behaviors of principals. This study asked: 1. How does a purposeful sample of women principals leading in Ohio schools perceive the Ohio Principal Evaluation System? 2. What critical insights about the power dynamics involved in Ohio leadership performance evaluation can be gleaned from this sample? 3. How and in what ways does a sample of women principals believe that the Ohio Principal Evaluation System impacts their holistic leadership growth? 4. What power dynamics are involved in the performance evaluation of the sample group, and how do these dynamics impact their individual leadership? The perceptions of women principals were explored in order to understand the influence a male guided standardized performance evaluation framework has on their growth and development as leaders as well as to understand the power dynamics that surround performance evaluation practices. Assumptions held by the OPES system, part of a larger accountability driven framework, were critically examined. Critical commentaries emerged indicating that growth and development outcomes have not materialized for principals continuing to experience pressure to increase standardized assessment scores as the strongest indicator of student growth under the framework. Key themes were summarized as (a) emphasizing evidence; (b) translating to leadership; (c) constraining holistic leadership growth, wisdom leadership and renewal; (d) making of local decisions; and (e) experiencing power dynamics.
Book Synopsis Designing Teacher Evaluation Systems by : Thomas Kane
Download or read book Designing Teacher Evaluation Systems written by Thomas Kane and published by John Wiley & Sons. This book was released on 2014-06-03 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University
Book Synopsis The Evaluation of School Principals and Its Effects on Transformational Leadership by : Christopher R. Silagi
Download or read book The Evaluation of School Principals and Its Effects on Transformational Leadership written by Christopher R. Silagi and published by . This book was released on 2018 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals are leading schools during a time of continuous change. Society, students, and expectations are always evolving and school principals are focusing much of their work on transforming their students and schools. However, prior to the 21st century there was little attention paid to the performance evaluation of school principals. The Performance Evaluation Reform Act (PERA) enacted new law on how principals were to be evaluated in Illinois. This study researches the influence that the performance evaluation process, under the constraints of PERA, has on the transformational leadership abilities of school principals. This study also researches the influence of the evaluator-principal relationship on the principal's transformational leadership abilities. It concludes with findings that support the use of many of the practices embedded in PERA paired with the development of supportive relationships between evaluator and principal.
Book Synopsis Superintendent and Principal Perceptions of the Utilization and Impact of Performance-based Evaluations by : Robert E. Abeln
Download or read book Superintendent and Principal Perceptions of the Utilization and Impact of Performance-based Evaluations written by Robert E. Abeln and published by . This book was released on 2003 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this research was to determine how superintendents and principals perceived the implementation of Performance-Based Principal Evaluations (PBPE) and the impact PBPE had on principals' job performance. This research was guided by six questions regarding the perceptions of superintendents and principals of the implementation and impact of PBPE, and how these perceptions compared. The research also determined what relationship, if any, existed between the implementation and impact of PBPE. Procedures . A questionnaire developed for this research was mailed to the superintendents and principals of 125 randomly selected school districts in Missouri that met enrollment criterion. The questionnaire collected demographic and profile data of the participants. The participants' perceptions of the implementation and impact of PBPE were determined using a Likert-type scale to respond to various components and processes of PBPE. The data were analyzed using frequencies and percentages. Mean responses were computed for each of the components and processes of PBPE and placed in rank order for analysis. Subscale total means were used to compare the perceptions of the superintendents and the principals. A Pearson correlation was used to determine the relationship between perceived implementation and impact of PBPE. Findings . More superintendents than principals reported that PBPE was used in their school districts. When responses by the superintendents and principals were analyzed, superintendents perceived PBPE as being implemented to a greater degree than did the principals. Similarly, the superintendents perceived the impact of PBPE to be greater than the principals. When the perceptions of the superintendents and principals for implementation and impact were examined, a significant positive relationship was found to exist. The completion of a summative evaluation as part of PBPE was ranked highest by both the superintendents and the principals. Conclusions . It was found that PBPE is not implemented in all Missouri school districts, and when PBPE is being used, the components of the formative phase of the evaluation are not fully implemented. The use of evaluation to facilitate improved job performance of the principals was not evident as nearly half the principals reported that professional growth plans were not developed. The relationship found between the perceptions of implementation and impact may indicate that a higher degree of implementation could result in a higher degree of impact PBPE has on principals' job performance. This relationship should be investigated through further research.
Book Synopsis Principal and Teacher Perceptions of Performance Evaluation and Professional Growth (PE/PG) System Implementation by : Ian M. Mette
Download or read book Principal and Teacher Perceptions of Performance Evaluation and Professional Growth (PE/PG) System Implementation written by Ian M. Mette and published by . This book was released on 2019 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Performance Evaluation Reform Act (pera): A Case Study of Principal Evaluation Implementation in Illinois by : Kathleen Marie Robinson
Download or read book Performance Evaluation Reform Act (pera): A Case Study of Principal Evaluation Implementation in Illinois written by Kathleen Marie Robinson and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Strategic Human Resources Management in Schools by : Henry Tran
Download or read book Strategic Human Resources Management in Schools written by Henry Tran and published by Taylor & Francis. This book was released on 2024-02-01 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategic Human Resources Management in Schools provides a new approach to human resources management, grounded in the perspectives of cutting-edge practice, research, and theory. Traditional human resource (HR) practices in education have operated in an isolated and reactionary manner; this book explores an updated version of personnel administration that links strategic human resources to organizational goals, educational mission, educator well-being, and student success. Coverage includes exemplar strategic HR practices from progressive organizations and leading companies, discussion of tricky issues like discrimination and implicit bias, and developmental and humanistic support of teachers as well as support staff, including paraprofessionals, food service workers, and bus drivers. The Talent-Centered Education Leadership (TCEL) model presented in this book explores how educational leaders can create a nurturing and inclusive workplace for all educational staff, which is ultimately critical for improvement in student learning and strengthening recruitment and retention of a quality education workforce. Designed for aspiring leaders, this volume is grounded in the Professional Standards for Educational Leaders (PSEL) and National Educational Leadership Preparation (NELP) Building and District Level standards and is full of rich pedagogical features including cases, “warning boxes” to explore areas particularly thorny to navigate, questions for discussion, and various learning activities.
Book Synopsis Principal Evaluation by : James H. Stronge
Download or read book Principal Evaluation written by James H. Stronge and published by ASCD. This book was released on 2013-03-11 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective principals run effective schools--this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. In this indispensable book, author James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound research and established best practices. Here you'll find everything you need to thoroughly assess principal performance, including * An in-depth analysis of research findings related to principal evaluation. * A set of seven field-tested and research-based principal performance standards. * Detailed indicators for each standard that describe the principal's duties and expected level of performance. * A four-point performance appraisal rubric for each standard. * Forms and checklists for use in compiling evidence of performance and completing evaluations. * A step-by-step guide to planning, designing, implementing, and troubleshooting a successful evaluation system. If there's a new principal evaluation system rolling out in your school or district, or if your administration is planning to build one, Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance is essential for ensuring that the system is accurate, fair, and effective.
Book Synopsis An Evaluation of the Perceived Impact of Advanced Leadership Training on Principals in an Urban School District by :
Download or read book An Evaluation of the Perceived Impact of Advanced Leadership Training on Principals in an Urban School District written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of this study was to systematically examine the impact of the Advanced Leadership Training course on a Midwest urban school district. Interviews with 29 of approximately 70 participating principals were the primary data source for the study. Each of these professionals participated in 11 half-day training sessions that occurred over a five-month period at the Academy. During this training, principals studied best practices in five domains of leadership: establishing a clear and positive direction, ensuring accountability, selecting and developing outstanding people, providing instructional leadership, and establishing positive relationships. Data included a focused interview during which principals discussed their perceptions of each of the topics covered and any impact on their professional practice or thinking as a result of participation in the course. Principals were also invited during the interview to discuss their perceptions of the training itself and how their own needs were met through the course. Data obtained during these interviews and subsequent analysis may inform those at the Academy about the principal's activities, the impact of their activities, and impediments to greater impact. The following research will guide this investigation. The research shows that principals believed themselves to have improved their professional practice in three of the five domains of leadership covered in the course. Specific practices that were altered or initiated are reported as well as the contextual realities that inhibited and supported principal growth.
Book Synopsis Improving Instruction Through Teacher Evaluation by : Christopher Clark
Download or read book Improving Instruction Through Teacher Evaluation written by Christopher Clark and published by . This book was released on 2019 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.
Book Synopsis The Importance of the Principal Evaluation Process on Student Achievement by : Marcia K. McMahon
Download or read book The Importance of the Principal Evaluation Process on Student Achievement written by Marcia K. McMahon and published by . This book was released on 2016 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last 30 years, research has examined the role principals play in shaping school improvement and developing a foundation for student learning. This mixed methods study examined the relationship between school districts' principal evaluation processes and potential impact on student achievement in reading and mathematics. This study, conducted within 27 Texas school districts, surveyed principals and teachers from 41 campuses, as well as district office representatives. This study was conducted in three parts. First, principals were administered the Principal Evaluation Attributes, Feedback and Perception survey to measure their perceptions concerning the evaluation process in the areas of accountability, increased student achievement, professional growth, incentives for improvement, adherence to policy, and fostering school climate. Next, district evaluation instruments were analyzed with student performance in reading and mathematics on the 2011 Texas Assessment of Knowledge and Skill assessment to determine if a relationship between the quality of district developed instruments and student performance existed. Findings indicated that there was no correlation between principal evaluation instruments and student achievement. Survey results indicated that evaluation processes within districts are perceived as merely a checklist for complying with district policy and have little impact on principal professional growth or student achievement. The second component of the study included semi-structured interviews with school district level officials who were responsible for conducting the principal evaluation process. The findings suggest principal supervisors concurred with the use of district developed checklists as a means to evaluate campus principals, but had a different perception in relationship to principal performance, use for professional development, and impact on student achievement. Finally, new to this body of research, was the capturing of teacher perceptions regarding specific principal behaviors that impact student achievement in relation to the principal evaluation process. On on-line survey of teachers from the 41 campuses from this study was conducted in the spring of 2015. Teachers in this study indicate that professional growth opportunities for the campus principal should focus on school wide improvements, not necessarily personal principal development. Teachers found effective principals implement classroom-coaching strategies to improve instruction, outline expectations, and mandate needed professional growth individualized for optimal teacher performance. Thus, effective principals align professional development identified through the analysis of multiple sources of data and relate those findings to specific areas of teacher professional growth. Critical in this process is the amount of time principals spend observing classroom instruction and providing effective feedback to classroom teachers.
